Document Type

Article

Publication Date

2020

DOI

10.3726/PTIHE022020.0005

Publication Title

Philosophy and Theory in Higher Education

Volume

2

Issue

2

Pages

89-114

Abstract

College impact studies have formed the common sense of understanding institutional relationships to student growth and change for decades. In this time, they have become entangled with the production of the neoliberal university. This paper1 presents an alternative theorization of student change on campus, a fractal assemblage theory. Assemblage theory is discussed through a single common language of major assemblage theory concepts across four authors. After exploring these concepts in depth, this paper returns to the stakes of assemblage theory: higher education research not to channel student to predetermined outcomes, but to create student futures in excess of our imaginations.

Comments

© 2020 Laura Elizabeth Smithers.

Except where otherwise noted, content can be used under the terms of the Creative Commons Attribution 4.0 International License (CC-BY 4.0). For details go to http://creativecommons.org/licenses/by/4.0/.

ORCID

0000-0002-5706-3649 (Smithers)

Original Publication Citation

Smithers, L. E. (2020). Reconceptualizing college impact studies through a fractal assemblage theory. Philosophy and Theory in Higher Education, 2(2), 89-114. https://doi.org/10.3726/PTIHE022020.0005

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